The Impact of Dynamic Written Corrective Feedback on Iranian EFL Learners‘ Writing Accuracy, Fluency and Complexity
محورهای موضوعی : Journal of Studies in Learning and Teaching EnglishVictoria Sayad Deghatkar 1 , Mohammad Reza Khodareza 2 , Valeh Valipour 3
1 - Department of English LanguageTonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Department of English LanguageTonekabon Branch, Islamic Azad University, Tonekabon, Iran
3 - Department of English LanguageTonekabon Branch, Islamic Azad University, Tonekabon, Iran
کلید واژه: Accuracy, complexity, dynamic written corrective feedback, fluency,
چکیده مقاله :
The current study intended to assess the impact of dynamic written corrective feedback (WCF) on helping Iranian EFL learners to write better narrative essays in English. In fact, this study investigated the impact of dynamic (WCF) on writing abilities such as accuracy, fluency and complexity with respect to conditional sentences as the newly learned grammatical instruction. The participants were fifty-four EFL learners from intermediate level from two classes in English language department of Academic Centre for Education, Culture, and Research (ACECR)-Guilan Branch. They were allocated to two treatment groups, first an experimental group that received dynamic (WCF), and second a control group that were taught based on traditional writing approach. The treatment time was eight forty-minute sessions for both groups. The subjects were tested before treatment, and after the treatment. In order to answer the research question, independent t-tests were run and it proved that dynamic (WCF) affected students‘ performance on writing accuracy, fluency and complexity with regard to conditionals more. In addition, data from eight face-to-face interviews with EFL teachers at Academic Center for Education, Culture and Research (ACECR), experienced in teaching at different language proficiency levels have been analyzed and compared in an effort to discover the type of corrective feedback EFL teachers believe help learners in developing various writing skills. Participants from this study supported the incorporation of a combination of direct and indirect written corrective feedback methods recently known as dynamic WCF when assessing foreign language writers
The current study intended to assess the impact of dynamic written corrective feedback (WCF) on helping Iranian EFL learners to write better narrative essays in English. In fact, this study investigated the impact of dynamic (WCF) on writing abilities such as accuracy, fluency and complexity with respect to conditional sentences as the newly learned grammatical instruction. The participants were fifty-four EFL learners from intermediate level from two classes in English language department of Academic Centre for Education, Culture, and Research (ACECR)-Guilan Branch. They were allocated to two treatment groups, first an experimental group that received dynamic (WCF), and second a control group that were taught based on traditional writing approach. The treatment time was eight forty-minute sessions for both groups. The subjects were tested before treatment, and after the treatment. In order to answer the research question, independent t-tests were run and it proved that dynamic (WCF) affected students‘ performance on writing accuracy, fluency and complexity with regard to conditionals more. In addition, data from eight face-to-face interviews with EFL teachers at Academic Center for Education, Culture and Research (ACECR), experienced in teaching at different language proficiency levels have been analyzed and compared in an effort to discover the type of corrective feedback EFL teachers believe help learners in developing various writing skills. Participants from this study supported the incorporation of a combination of direct and indirect written corrective feedback methods recently known as dynamic WCF when assessing foreign language writers
